An Admission, Review, and Dismissal committee plans to transition a second-grade student from a self-contained classroom to the general education classroom. The student has difficulty adjusting to changes in the daily routine and unfamiliar environments. Which instructional approach should the committee recommend when initiating the transition?

• A. Increasing exposure to the general education classroom with minimal supports.
• B. Creating social stories that describe the general education classroom using words and pictures.
• C. Providing only oral instructions without visuals.
• D. Delaying transition until the student can cope with changes independently.

Answer: (B)

Using social stories to prepare the student for the general education classroom provides a clear, concrete preview of what to expect. Social stories describe the new environment, the people who will be there, the sequence of steps, and appropriate behaviors in simple language and often with pictures. For a child who has difficulty with changes in routine and unfamiliar settings, this kind of visual, narrative preview reduces uncertainty and anxiety by making the transition predictable. By creating a tailored story about arriving in the general education room, outlining where to go, what to do, and who to ask for help, the team can rehearse the transition before it occurs. Reading and discussing the story several times prior to the switch, practicing the steps with support, and then gradually fading prompts helps the student gain independence and feel more comfortable in the new setting. Pairing the story with a visual schedule or a peer buddy can further reinforce expectations and support a smoother transition. Exposing the student with minimal supports or relying on only oral instructions misses the needed visuals and concrete steps, and delaying transition deprives the student of access to the general education environment.